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Apprendre conjointement : une analyse, quelques expériences et un cadre de travail

Abstract : This paper draws a distinction between forms of learning in groups. It suggests that the intentions of individuals define whether working together takes on
a collaborative or cooperative form. This distinction between the goals becomes important, and is not simply a semantic (academic) distinction, as it is a central part of any framework for research into the support role of information and communications
technology and, hence, the development of tools for group use. An example of a well-formulated case study of learning together is followed by a consideration of aspects of Russian socio-psychology which leads to two forms of framework which may help to unravel the complexities of group interactions. It is suggested that activity theory is useful in a consideration of factors influencing the form and
value of learning together as well as proving some pointers of key features of tools to support learning for those engaged in the design of such tools.
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Submitted on : Wednesday, June 30, 2004 - 11:20:59 AM
Last modification on : Tuesday, May 25, 2021 - 12:36:01 PM
Long-term archiving on: : Monday, March 29, 2010 - 9:15:51 PM


  • HAL Id : edutice-00000486, version 1



Robert Lewis. Apprendre conjointement : une analyse, quelques expériences et un cadre de travail. Quatrième colloque "Hypermédias et Apprentissages", Oct 1998, Poitiers, France. pp.11-28. ⟨edutice-00000486⟩



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